Using life-history maps to support students in connecting theory to practice: a case study of a social work teaching intervention

Abstract

Theory is essential to the professional knowledge base of social work, and the ability to understand, apply, and analyze theory in practice is central to professional capabilities and competence. This places social work education in the intersection of understanding, analyzing, and applying theoretical knowledge, a complex task which requires more than the transmission of information and extends to building skills in analysis, reflection, and critical thought. This article explores the implementation of life history mapping as a formative task to support undergraduate students connecting theory to practice in a second-year human development module as part of a qualifying training programme in the United Kingdom. Drawing upon the concepts of constructive alignment and Bloom’s taxonomy of learning, an action research method was applied to review existing teaching and learning approaches alongside learning outcomes. The article is structured around the four phases of action research: planning, action, observation, and reflection. Findings indicate positive outcomes with students reporting how life-history mapping has supported their ability to critique theories and models of development through connection to their lived experience, alongside enhancing their personal growth, empathy, and practical assessment skills.